ABILITIES - SKILLS - LEVELS
Valley City State University
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Abilities and Skills
ABILITIES
SKILLS
Aesthetic Engagement
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Receptivity
Visualization
Collaboration
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Positive Interdependence
Leadership
Communication
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Written
Spoken
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Visual
Performance
Effective Citizenship
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Provides Service to Others
Change Agent Skills
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Teaches Others
Global Awareness
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Works with Diversity
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Understands System Interrelationships
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Gathering Information
Creative Thinking
Systems Analysis
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Problem Recognition
Decision Making
Technology
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Selects
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Applies
Wellness
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Self-Management
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Self-Worth
Problem Solving
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Skill Levels
For all 22 Skills
LEVEL
FIVE
LEVEL
FOUR
LEVEL
THREE
LEVEL
TWO
LEVEL
ONE
At level five, the student demonstrates the depth and breadth of understanding necessary to select and apply concepts broadly. Terms
like assess; predict; appraise; apply to entirely new settings, patterns/relationships between large, differentiated pieces of knowledge;
integrate; evaluate; estimate; organize; plan; compose; formulate; design; and develop indicate mental processes at this level.
At level four, the student understands and appropriately applies discipline-specific concepts and strategies within the field of study.
Terms like analyze, discriminate, examine, distinguish, parody, argue, critique, experiment, manage, plan, and assemble, indicate mental
processes at this level.
At level three, the student recognizes patterns and applies existing knowledge or skills in a similar situation or setting. Terms like apply,
choose, employ, interpret, solve, graph, illustrate, transform, and dramatize indicate mental processes at this level.
At level two, the student processes existing information into alternative formats to display increased depth of mental interaction with
content. Terms like classify, describe, discuss, explain, locate, report, translate, tabulate, combine, and "cut and paste" indicate mental
processes at this level.
At level one, the student demonstrates content knowledge without reapplying or developing the information received. Terms like
arrange, define, duplicate, list, memorize, recognize, recall, and repeat indicate mental processes at this level.
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Aesthetic Engagement
To move from an intuitive reaction toward a reasoned response
Receptivity
Listens, views and reads with imagination and
understanding
LEVEL
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FIVE
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LEVEL
Recognizes the value of aesthetic responsiveness to human
endeavor.
Designs/develops activities that integrate aesthetic experiences
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Recognizes the relationships between disciplines, culture, life, and the work.
Responds to and expresses the (original) artist’s perceptions
Creates a new work which integrates several disciplines
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Identifies appropriate, discipline-specific concepts and patterns
Interprets, critiques, or analyzes using discipline-specific concepts
and patterns
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Identifies various patterns within a work
Analyzes relationships among the patterns
Experiments with changing the patterns and/or their relationships
Creates a new work within the discipline of study
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Recognizes pattern(s) within a work
Uses pre-existing frameworks to interpret, illustrate, or dramatize
the pattern
Explains the implications of the pattern
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Identifies underlying pattern(s)
Illustrates pattern so others can recognize it
Explains implications of the pattern
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Collects pertinent information
Organizes information
Reports/presents information
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Uses appropriate content information
Forms personal opinions
Presents interpretation
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Identifies important parts.
Describes or explains these parts.
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Applies Personal Experience
Describes or explains interpretation.
FOUR
LEVEL
THREE
LEVEL
TWO
LEVEL
Visualization
Uses intuition and imagination to perceive and interpret an aesthetic
experience
ONE
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Collaboration
LEVEL
Positive Interdependence
Leadership
Understands personal responsibility for contributions that
promote the success of the group
Delegates authority and demonstrates accountability for the success of the group as a
whole
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Assesses the success of the group as a whole
Evaluates his/her relationship to and support of the group.
Takes full ownership of his/her own designs, plans, mental
processes, etc., and their impact on the group.
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Demonstrates the ability to experiment with options and
alternatives before selecting a single strategy.
Displays management of group time and efforts.
Analyzes his/her own mental processes and concepts in
relationship to the group’s success.
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Understands the needs and strengths of others and designs strategies which will
enable them to succeed.
Executes/implements a design model.
Delegates responsibility.
Recognizes his/her role in the group process.
Chooses and applies appropriate self-behaviors relative to
the group process.
Contributes to the cohesiveness of the group
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Demonstrates by example a highly specific direction to take.
Interprets and applies directions.
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Treats group members with respect.
Discusses and explains the group’s mission.
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Recognizes importance of group leader.
Defines the specific role of leader in a group setting.
FIVE
LEVEL
FOUR
LEVEL
THREE
LEVEL
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Reports to the group.
Translates personal goals into group goals
Classifies, describes, discusses pertinent information in a
reliable manner.
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Recognizes the importance of working together rather than
independently.
Articulates the behaviors necessary to complete designated
tasks.
TWO
LEVEL
ONE
To work together or act jointly to reach a common goal
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Empowers members of the group to assess situations and report own value
judgments.
Appraises the leadership style of others.
Demonstrates the ability to adapt leadership pattern to new settings and
relationships.
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Communication
To convey thoughts, ideas, data, information, and messages effectively.
Written
Demonstrates the ability to
communicate effectively
thoughts, ideas, data,
information and messages in
written form for a variety of
purposes and audiences.
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LEVEL
FIVE
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LEVEL
FOUR
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Responds to the demands of
complex writing situations with
appropriate writing styles and
modes.
Demonstrates attention to
audience needs
Determines the correct or
essential research components
required of the writing situation
and pursues and presents them
effectively.
Moves beyond surface responses
and evidences critical thinking
skills in his/her ability to analyze
“texts” to come to new
understandings.
Understands and appropriately
applies discipline-specific
concepts and strategies to
produce writing controlled and
shaped by the student and in the
student’s voice.
Synthesizes thoughts, ideas,
information from multiple “texts”
to develop individual
interpretations and ideas..
Spoken
Demonstrates the ability to
communicate effectively
thoughts, ideas, data,
information, and messages in
spoken form for a variety of
purposes and audiences.
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Visual
Demonstrates the ability to
communicate effectively
through elements of design,
graphs, and other visual media.
Performance
Demonstrates the ability to
communicate to an audience
thoughts, information, emotions,
or moods through a performance
medium such as music, dance,
drama, art, or presentation
(dramatic reading, recitation of
poetry, etc.)
Demonstrates depth and breadth
of understanding and skills.
Integrates knowledge base and
skills into oral presentations for a
variety of audiences.
Develops presentations that
demonstrate understanding and
ability of oral communication
skills in a variety of
communication settings.
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Applies visual information in a
new setting
Presents visual information in a
new setting
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Understands and orally
communicates concepts specific
to the discipline.
Assembles discipline-specific
presentations.
Verbally argues disciplinespecific strategies and beliefs.
Verbally Interprets, critiques, or
analyzes discipline-specific
concepts and patterns.
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Creates visual information
Integrates visual information
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Plans and executes a performance
that communicates desired
thoughts, ideas, moods, emotions
or stylistic elements.
Evaluates personal ability to
communicate through performance.
Critiques elements in performance
mediums and integrates into
personal performance.
Analyzes personal progress in
performance medium.
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
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LEVEL
THREE
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LEVEL
TWO
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LEVEL
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ONE
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Demonstrates ability to process
existing information into
alternative formats to display
increased depth of mental
interaction with content.
Produces thesis directed writing
controlled and shaped by the
student and in the student’s voice.
Integrates thoughts, ideas,
information from multiple
“texts.”
Processes information to produce
writing that clearly and accurately
summarizes and/or reports.
Writes, well-developed, focused
essays.
Searches for information and
inserts research appropriately.
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Expresses clearly thoughts and
ideas in informal writing
contexts.
Composes structurally correct
sentences in Standard American
English.
Generates well-developed,
coherent paragraphs.
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Recognizes patterns and
frameworks in developing
presentations.
Applies knowledge of thesisbased speech structure in
developing oral presentations.
Illustrates presentations with
examples, testimony, and
statistics.
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Chooses visual information
Interprets visual information
Illustrates visual information
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Processes information into
verbally alternative formats.
Combines information from
written sources to produce oral
reports.
Explains and discusses answers
verbally produced in the
instructional setting.
Verbally recalls content
information.
Orally answers content questions
in terms of facts and recollection
of content presented.
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Locates visual information
Combines visual information
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Recognizes visual information
Duplicates visual information
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Applies and conveys creative
concepts during performance.
Interprets and conveys stylistic
elements in performance.
Describes goals for communicating
through performance.
Translates interpretation of others
to a personal understanding of
material.
List qualities necessary for a
successful performance.
Recognize personal strengths and
weaknesses when communicating
through performance.
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Effective Citizenship
To be a good role model and teacher, actively involved in improving the community and the environment while
teaching others to do the same.
Provides Service to Others
LEVEL
FIVE
To be a good role model and teacher, actively
involved in improving the community and the
environment while teaching others to do the same.
 Evaluates service organizations.
 Analyzes organizations’ activities, especially
outcomes and results.
 Assesses and evaluates ways to improve the
effectiveness and success of goals
Teaches Others
Teaches others new skills
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Change Agent Skills
Responsibly questions existing beliefs and
conditions taking appropriate action for change.
Leads or teaches others information on effective
citizenship or how to form their own
organization to solve community problems.
Simulates setting up an organization or process
that will be intended to solve human or
environmental problems.
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Evaluates a plan for change in terms of
effectiveness in solving problems
Gathers data by way of survey, interview and
observation to assess outcomes of an action
plan.
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Critiques service organizations.
Reviews and summarizes characteristics of the
organizations.
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Analyzes and debates different service
strategies, philosophies and processes.
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Assembles an action plan.
Experiments with solutions.
Initiates an action plan.
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Actively participates in service organizations.
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Dramatizes or role-plays a human needs issue or
environmental concern.
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Formulates an action plan for addressing
community problems
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Differentiates and compares service
organizations and other modes of participatory
service in terms of philosophies, strategies, and
operations.
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Classifies and prioritizes community problems.
Describes areas of concern and prioritizes them.
Explains how democratic processes can be
implemented to solve community problems.
Demonstrates familiarity with service
organizations, environmental groups, or
governmental participatory processes.
Describes service organizations or
environmental groups and governmental
participatory processes.
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Demonstrates an awareness of human needs and
environmental problems and concerns.
Discusses ideas about human needs,
environmental problems, and participatory
governmental processes.
Teaches others new skills
Identifies and describes human needs and
environmental problems in the community and
on campus.
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Identifies human and environmental problems
in the community.
Recognizes community and campus concerns in
the area of human needs and environmental
needs.
Identifies key elements of the democratic
process
LEVEL
FOUR
LEVEL
THREE
LEVEL
TWO
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LEVEL
ONE
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Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Global Awareness
To look beyond one’s immediate self and local community.
Works with Diversity
Demonstrates awareness and respect for diversity
Understands systems Interrelationships
Can identify interrelationships between self, immediate community, and the
global community.
 Integrates cultural experiences
 Applies principles of diversity to entirely new settings
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Formulates outcomes of global situations
Develops alternative solutions
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Examines and critiques cultural perspectives
Appreciates the values of different perspectives
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Plans and assembles a global perspective to a selected activity
Critiques global solutions
LEVEL
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Interprets global systems
Solves differences among community members
THREE
Interprets and applies an understanding of cultural differences in
a social situation
Illustrates or dramatizes different cultural settings
LEVEL
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Examines a situation from a different perspective
Identifies and describes another’s culture
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Uses external references to create a report
Locates members of the global community
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Recognizes other points of view
Lists cultural differences
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Understands events from a larger perspective
Defines interrelationships between one’s self and the larger community
LEVEL
FIVE
LEVEL
FOUR
TWO
LEVEL
ONE
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Problem Solving
To select and use appropriate and effective approaches and tools in solving a wide variety of problems
Gathering
Information
Identifies and gathers the
appropriate information.
Problem Recognition
Identifies the nature and
scope of a problem; asks
appropriate questions.
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Applies information/data
gathered to another project
LEVEL
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FIVE
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LEVEL
FOUR
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Interprets information/data
Distinguishes among
different types of sources
and understands which
sources are the most
appropriate and why the
sources are the most
appropriate
Integrates a variety of
relevant sources into the
project
Assesses the credibility of
the information/data
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Creative Thinking
Finds new relationships
among facts, concepts,
theories, and
interpretations.
Demonstrates an
understanding of the
problem.
Links data, knowledge and
insight to formulate the
nature and scope of the
problem
Communicates the nature
and scope of the problem
in a precise, succinct
manner.
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Uses discipline-specific
concepts and patterns to
analyze information
relevant to potential
problem.
Performs quantitative
analysis
Considers behavioral
aspects
Determines whether a real
problem exists
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Formulates a creative
explanation for the
problem
Interprets information/data
Manages data and creates
new relationships to
address the problem
Systems Analysis
Examines the possible
interactions and
connections various
systems and determines
the consequences of these
interactions and
connections.
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Achieves a broad and deep
enough understanding of
the patterns and
relationships among the
parts of the process
underlying the problem to
accurately access and
predict how changing each
will impact upon the
others, thereby setting a
sound basis for decision
making regarding the
problem.
Applies discipline-specific
concepts and strategies to
analyze and to examine
the key interrelationships
among the parts of the
problem.
Decision Making
Evaluates various types
of information to draw
reasonable conclusions
and defends these
conclusions rationally.
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Predicts the
consequences of the
different possible
decisions
Evaluates the
appropriateness of each
possible decision
Analyzes different
possibilities
Argues succinctly for
one decision
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
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LEVEL
THREE
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LEVEL
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TWO
Chooses the
appropriate/best sources of
information
Analyzes the information
& data gathered in a
critical manner
Recognizes patterns
Locates sources of
information/data
Collects that
information/data
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LEVEL
ONE
Recognizes sources of
information/data
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Recognizes constraints to
solving potential problem.
Lists constraints to solving
the problem
Redefines the nature and
scope of the problem
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Analyzes problem in a
way that develops new
relationships among items
of information/data
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Processes information
relevant to potential
problem.
Comprehends available
information
Organizes available
information
Recognizes the nature and
scope of a potential
problem
Defines potential problem
broadly
Lists potentially relevant
material
Recognizes and interprets
patterns in the key
interrelationships among
the parts of the problem.
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Discusses and explains the
problem
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Classifies and explains
the key interrelationships
among the parts of the
problem.
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Describes different
possible solutions
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Describes the problem
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Recognizes key
interrelationships among
the parts of the problem.
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Recognizes different
possible solutions
States different possible
solutions
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Evaluates different
possible solutions
States plusses and
minuses of each
approach
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Technology
To select and apply technology appropriately
Selects
Selects appropriate technology to accomplish a specific task,
understands the applications, workings, and capabilities of current
technology and explores developing technologies in order to
select an appropriate technology to perform a specific task.
LEVEL
Applies
Applies technology to perform a specific task; safely and
efficiently apply technology to perform a task. The individual can
monitor the performance of the technology and adjust it as
necessary. The individual maintains and stores technology
properly.
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Selects appropriate combination of capabilities and
technologies to meet needs of complex tasks.
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Implements appropriate combinations of capabilities and
technologies to accomplish complex tasks.
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Explores developing technology for advanced capabilities
to increase effectiveness and efficiency in a specific task or
tasks.
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Interprets and evaluates results.
Proposes new applications of technology.
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Selects appropriate technology to accomplish a specific
task.
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Analyzes task/technology relationship.
Applies appropriate technology to accomplish a specific
task.
LEVEL
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TWO
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Understands applications, workings, and capabilities of
available technologies to accomplish specific tasks.
Understands requirements of the task.
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Manipulates technology for desired results.
LEVEL
ONE
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Understands technology applications available to
accomplish a specific task.
FIVE
LEVEL
FOUR
LEVEL
THREE
Identifies available technologies to accomplish a specific
task.
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota
Wellness
To cultivate habits that lead to holistic health and a well-balanced life.
Self-Management
Demonstrates self-directed commitment
LEVEL
FIVE
LEVEL
FOUR
LEVEL
THREE
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LEVEL
TWO
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LEVEL
ONE
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Assesses self-directed commitment.
Integrates self-directed commitment in daily life.
Designs high standards for quality and timeliness into personal
work habits.
Evaluates effectiveness / impact of personal choices on life
style.
Plans to integrate self-directed commitment.
Analyzes multiple components necessary in complex tasks
related to self-directed commitment.
Analyze steps of a thoroughly pre-planned task.
Examines effectiveness of personal work ethic/habits.
Discriminates between effective and ineffective time
management techniques.
Transforms self-directed commitment expectations into action.
Solves problems that inhibit effective use of time.
Chooses a well-balanced direction for personal growth.
Illustrates ability to achieve a goal with an acceptable level of
quality.
Employs a well-planned course of action to meet personal
obligations.
Describes self-directed commitment.
Clarifies personal obligations.
Explains elements needed for a well-balanced life.
Discusses steps needed to meet commitments in a timely
manner.
Discusses steps needed to meet commitments with an acceptable
level of quality.
Recognizes importance of self-directed commitment.
Defines personal self-directed expectations.
Lists and prioritizes personal obligations.
Defines time-line for meeting personal obligations.
Self-Worth
Cultivates an intrinsic sense of personal value.
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Assesses intrinsic sense of personal value.
Integrates intrinsic sense of personal value in daily life.
Formulates life goals.
Develops long-range personal goal/challenge, with steps towards achieving that goal.
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Analyzes multiple components of intrinsic sense of personal value.
Discriminates between elements contributing to self worth and those detracting from
self worth.
Critiques personal commitment to integrate sense of personal value.
Analyzes benefits of improving self-image.
Assembles guidelines for maintaining positive self-image.
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Illustrates intrinsic sense of personal value.
Transforms self-worth expectations into action.
Applies individual strengths to a personal challenge.
Illustrates ability to meet personal goals.
Solves conflict between personal expectations and expectations of others.
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Describes intrinsic sense of personal value.
Clarifies personal obligations.
Discusses relationship between personal expectations and expectations of others.
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Recognizes importance of having sense of personal value.
Defines personal values.
Recognizes personal strengths.
Lists personal goals.
Approved by Faculty Senate, 4/00
Valley City State University
Valley City, North Dakota